faculty collaboratives...the power of rubrics as tools for both assessment and learning •rubrics...
TRANSCRIPT
FACULTY COLLABORATIVES Understanding VALUE and the
Multi-State Collaborative
Webinar #3 May 27, 2015
Susan Albertine and Terrel Rhodes
leap.aacu.org/toolkit/projects/faculty-project/participant-resources
P1
P1
P1
MSC
MSC P2
P2
P2
Equity
Resources & Handy Links
Faculty Collaboratives Toolkit leap.aacu.org/toolkit/projects/faculty-project/participant-resources VALUE http://www.aacu.org/value http://www.aacu.org/current-value-project Multi-State Collaborative & SHEEO http://www.aacu.org/value/msc
The AAC&U VALUE/MSC Initiative:
Beyond the Rubrics to a Multi-State
Assessment Initiative
Overview
• Creation of the VALUE Rubrics:
What VALUE Is and Does
• Current VALUE/Multi-State Collaborative
Initiative: Where We Are Now
What is AAC&U? Founded in 1915, AAC&U is
dedicated to making the aims of liberal learning a vigorous and constant influence on institutional planning and educational practice in college. It is a meeting ground for all sectors of higher education and brings together faculty, academic and student affairs leaders and presidents across sectors, divisions, and disciplines to explore the aims of education, the future of the academy, and strategies for institutional change and higher student achievement.
Masters 31%
Research/ Doctoral
17% Baccalaureate
26%
Associate 10%
Other 16%
AAC&U Membership Chart: 2015 Carnegie Type
1,183 Members
362
205 308
117
191
* Other consists of AGN, ART, BUS, ENG, HTL, INTL, MED, OTH, REL, SYS, TCH, TRB
and Affiliate Organizations
Changing Nature of the Degree
• Credits tied to seat time
• Major and GE
• Grades
• Knowledge Transmission
• Limited Access to Engaged
Learning
• Demonstrated proficiencies,
Essential Learning Outcomes
• Evaluated through actual work, projects over time
• Intentional educational pathways; integrative learning
• Meaning-making, sense-making, problem solving
• High Impact Practices for all, everywhere
FROM TO
VALUE Project (www.aacu.org/value)
Valid Assessment of Learning in Undergraduate Education
16 rubrics for Essential Learning Outcomes
Created to:
• Develop shared understanding of common learning outcomes and proficiencies
• Alternative to standardized tests and student opinion
surveys • Improve direct assessment of student learning (in text and
non-text formats) by faculty • Encourage transparency and student self-evaluation of
learning
Current Usage of VALUE
• As of Sept. 2014 accessed by over 6500
institutions/organizations, 41,000 individuals
• Domestic & international, K-12, state university systems
• Consortia: RAILS, Connect2Learning, South Metropolitan
Higher Education Consortium, Multi-State Collaborative for
Learning Outcomes Assessment
• Accepted by all regional accrediting organizations
• Approved for use in Voluntary System of Accountability (VSA)
Rubric Development (Sept. 2007 – Sept. 2009)
• National Advisory Panel (12 people)
• 16 Inter-disciplinary/Inter-institutional teams of faculty/scholars
(Over 120)
• Reviewed existing rubrics to develop broad agreement on
dimensions of outcomes
• Tested in 2-4 waves on over 100 campuses (summer 2008 –
summer 2009)
• National reliability study (May 14-16,2009)
What is a VALUE Rubric?
Articulation of expected, demonstrated learning at
progressively more sophisticated and complex
levels of achievement over time
VALUE builds on a philosophy of learning
assessment that privileges multiple expert
judgments and shared understanding of the
quality of student work through the curriculum, co-
curriculum, and beyond over reliance on
standardized tests disconnected from an
intentional course of study.
VALUE Rubric
Criteria
Levels
Performance Descriptors
The Power of Rubrics as Tools for Both Assessment and Learning
• Rubrics to help guide students and faculty
• Places individual faculty judgment within national shared experience; nationwide benchmarks
• Encourages students’ best work, encourages self-assessment, and allows for mining of samples for assessment purposes
• Allows learning to be seen as portable, for cumulative learning and assessment, to complement other high-impact practices
• Can build up from course level to institutional reporting needs AND down from general to specific program/course context
Purpose and Vision for the Multi-State Collaborative
Change the dialogue currently focused on:
To…
Better Together: The Multi-State
Collaborative to Advance
Learning Outcomes Assessment
Funded by: Bill and Melinda Gates Foundation
State Higher Education Executive Officers Association (SHEEO)
• An advocate for state policy leadership
• A liaison between states and the federal government
• A vehicle for learning from and collaborating with peers
• A source of information and analysis on educational and
public policy issues
• Emphasis on success
From Model to Pilot
The Model
Direct assessment across a range of learning outcomes
Demonstrations of learning that exemplify range of work products
Assessment of learning at multiple points throughout a student’s time in
college
A representative sample of states, institutions
Assessment management system
(i.e. database)
The Pilot
Written communication, Quantitative literacy, Critical thinking
Assignment guidelines have been developed (targeted minimum of 75-
100 work products/outcome)
Sample of students who have completed 75% of total number of credits
required to graduate
11 states, approx. 80 public institutions, 2 & 4 year
Management system chosen for pilot
study –Taskstream; 8800 artifacts
• Assures confidentiality and security of data
• Enables electronic uploading of campus-level data – student work samples and demographics
• Online access of student work for scoring
• Summary data analysis for institutions, plus raw data
• Generates reports
VALUE Database Platform
VALUE/Multi-State Collaborative to Advance Learning Outcomes Assessment MSC
Participants:
CT, IN, KY, MA,
ME, MO, MN,
OR, RI, TX and
UT
Possible Next
MSC:
CO, NC
MN Pilot
5 private, 5
2- and 4-year
public
GLCA
IN, MI, OH,
PA - private
85 campuses – 2-4-year, res., comp., lib arts (public/private)
From Project to Self-Sustaining Assessment Platform - Timeline
• Fall 2014 & Summer 2015 – Pilot
• Fall 2015 – Implementation/Demonstration Year with MSC
• Fall 2015 - Development/Adoption and Implementation of a
business plan with Partner University Center
• Spring 2016 - Initial Data Release and Launch
• 2016 – 2018 - Transition to Self-Support Model
Questions / Comments?
